- 2019Approved/Agreed
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The Decree-Law (Decreto-Lei) No 55/2018 that defined basic and secondary education programmes, also described the way distance learning is carried out (individual home schooling with necessary adaptations).
Objectives
Distance learning targets learners in the second and third cycles of general basic education, and in general and professional secondary education programmes, who are unable to be present at school.
Description
Ordinance (Portaria) No 359/2019 regulated distance learning by setting up the rules and procedures relating to programme organisation, delivery and attendance. It is an alternative for learners of basic and secondary education who are unable to attend an education programme in person.
The distance learning methodology is based on the use of ICT in teaching and learning. This methodology is supported by new pedagogical approaches, as well as by innovations in the organisation of programmes and curriculum management, which meet the specific needs of learners and guarantee the necessary security. The flexibility of time and place provided by distance learning allows each learner to develop their education and training path at the pace that best fits their personal, family and school life.
The Ordinance (Portaria) No 359/2019 was approved in 2019.
In April 2020, the Decree-Law on temporary measures regarding education and training during the COVID-19 pandemic was issued, including distance learning.
As a result of the suspension of classroom activities, but aiming to ensure that students continue to learn, the education ministry issued several guidelines and instruments to implement a distance learning strategy (ensino a distância - E@D). Each school, according to local needs and specificities, developed its own E@D plan, finding the most suitable answers to support students.
The government created the School support website (Apoio às Escolas) for basic and secondary education, including vocational education and training (VET). It includes resources and tools, as well as suggestions for methodologies and activities to support distance learning for all education and training programmes, including VET. In addition, to support the most vulnerable or disadvantaged learners, an alternative education method Telescola, a renewed tool transmitted through a television channel, was developed (#EstudoEmCasa). It did not aim to replace teachers, but it is rather a resource to be included in the distance learning plan of each school.
Schools made several adjustments to respond to the challenges posed by the COVID-19 pandemic. In the case of work-based learning (WBL), this was particularly challenging. As it was almost impossible to guarantee real work experiences to learners, alternatives were explored, including simulation practices carried out synchronously or asynchronously; they were duly planned and evaluated by schools and, whenever possible, articulated with the host entities. They contributed to the achievement of the objectives of VET programmes.
The #EstudoEmCasa 2020/21 presented some new features for the previous model. A coordination team and a specific team for its development, with more than 40 teachers, specialised technicians and five Portuguese sign language interpreters, were created.
The project #EstudoEmCasa Apoia, ran in 2021/22, in the continuity of #EstudoEmCasa 2020/21. It consisted of an open access platform providing: support tools with frequently asked questions answered for students; support for autonomous study methods; expert explanations given in different areas; forums and webinars for discussion around recurring questions; guidelines to support the follow-up from parents/families. The platform contents are structured in priority areas of intervention, with the creation of learning communities, in an e-learning regime, with the support of a multidisciplinary team.
A new legislation Decree-Law (Decreto-Lei) No 78-A/2021, of 29 September was published changing the temporary measures concerning the COVID-19 pandemic and revoking the Decree-Law (Decreto-Lei) No 14G/2020 of 13 April.
Project #EstudoEmCasa Apoia 21|23
The Project, launched in February 2022, is an integral part of the Plano Escola + 21|23. It aims to continuing the recovery of learning, missing during the COVID-19 pandemic and develop transversal skills. It also aims to stimulate students' autonomous work through the exploration of activities and challenges to be carried out at their own pace, wherever and whenever they want. The project, supported by a free-access digital platform, has an optimised navigation from the user's perspective and an optimised search engine. Support tools are made available for students, teachers, parents and the educational community. It provides resources, webinars, podcasts, videos and soon, online courses.
It targets learners in the second and third cycles of general basic education, and in general and professional secondary education programmes, who are unable to attend school. Students with serious illnesses or hospital stays, high-performance sports students and students whose parents have itinerant professions can benefit from this scheme too.
The programme was operational and ran as regular practice.
The Ebook 'Self-study... Believe me, you can do it! Paths, Goals and Horizons' (Estudo Autónomo... Acredita, és capaz! Percursos, Metas e Horizontes) was launched in June by the Directorate General of Statistics on Education and Science. The e-book presents a series of studies carried out by the #EstudoEmCasa Apoia project team, as well as indicators and outputs resulting from three years of work, pointing to future horizons. It is a publication that reflects on the importance of networking and multidisciplinary work, with the inspiring slogan of cross-pollinating knowledge. It is available on webpages of different bodies of the Ministry of Education, Science and Innovation.
The Directorate General of Education (DGE) launched an educational video platform, #EstudoEmCasa Apoia, on YouTube in July. The videos available were organised into playlists and related to a wide variety of subjects. They are aimed at the upper secondary level, including professional training courses.
Bodies responsible
- Directorate General for Education (DGE)
Target groups
Learners
- Learners in upper secondary, including apprentices
Thematic categories
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category is about the way learners learn, how the learning is delivered to them, and by what means. Programmes become more accessible through a combination of adaptable and flexible formats (e.g. face-to-face, digital and/or blended learning), through digital learning platforms that allow better outreach, especially for vulnerable groups and for learners in geographically remote or rural areas.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Distance learning in basic and secondary education: Portugal. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/29217